City University of Hong Kong

Course Syllabus

offered Department of of Asian and International Studies

with effect from Semester A 2017 / 18

Part I Course Overview

Course Title: China and the Global South

Course Code: AIS4104

Course Duration: One semester

Credit Units: 3

Level: B4
Arts and Humanities
Study of Societies, Social and Business Organisations
Proposed Area:
(for GE courses only) Science and Technology

Medium of
Instruction: English

Medium of
Assessment: English

Prerequisites:
(Course Code and Title) Nil

Precursors:
(Course Code and Title) Nil

Equivalent Courses:
(Course Code and Title) Nil

Exclusive Courses:
(Course Code and Title) Nil

Course Syllabus
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1
Part II Course Details

1. Abstract

China and the Global South explores the challenges and opportunities that China’s international
ascent poses to countries in the developing world. The course exposes students to the geopolitical
and developmental implications of China’s growing engagement with developing regions and
challenges them to critically reflect on China’s growing importance in the world. Through a series
of case studies the students will be able to discuss the regional variation of China’s geopolitical and
geoeconomic interests and the complex and variegated impacts of China’s rise.

The course will engage contemporary debates on the implications of China’s growth and increased
integration in the international economy and global politics through trade, investment, diplomacy,
and other channels of interaction. This course seeks to create an interactive learning environment
where the students combine traditional knowledge acquisition with analysis of real world
challenges. The abilities developed during this course will teach team building, creativity and
resourcefulness in problem solving and research as well as foster an awareness of global citizenship
and interconnectedness. This course is designed to encourage further interest in international and
Asian studies.

The course will review contemporary relations between China and the Global South. It is planned
that the lecture series will begin with a brief review of Chinese foreign policy and China’s place in
the global economy since 1949. Subsequent lectures will address different channels of interaction
with the Global South, such as security, investment, trade, and cooperation. These interactions will
be explored through case studies in Africa, Latin America, Southeast Asia and South Asia, along
with other regions. A group essay, a final quiz and group debates during tutorial classes will be the
main means of assessment.

2. Course Intended Learning Outcomes (CILOs)

(CILOs state what the student is expected to be able to do at the end of the course according to a given standard of
performance.)

No. CILOs# Weighting* Discovery-enriched

(if curriculum related
applicable) learning outcomes
(please tick where
appropriate)
A1 A2 A3
1. To identify important problems and aspects of China’s 20%
engagement with the countries in the developing world
2. To compare China’s international ties as a basis for a 20%
lifelong understanding of this topic
3. To critically analyze the developmental impacts of China’s 15% √ √
rise
4. To demonstrate effective oral communication skills 15% √ √
5. To demonstrate the capacity for self-directed and group- 15% √ √
based learning
6. To produce structured, and well organised materials 15% √
* If weighting is assigned to CILOs, they should add up to 100%. 100%
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 #
Please specify the alignment of CILOs to the Gateway Education Programme Intended Learning outcomes
(PILOs) in Section A of Annex.

A1: Attitude
Develop an attitude of discovery/innovation/creativity, as demonstrated by students possessing a strong
sense of curiosity, asking questions actively, challenging assumptions or engaging in inquiry together
with teachers.
A2: Ability
Develop the ability/skill needed to discover/innovate/create, as demonstrated by students possessing
critical thinking skills to assess ideas, acquiring research skills, synthesizing knowledge across disciplines
or applying academic knowledge to self-life problems.
A3: Accomplishments
Demonstrate accomplishment of discovery/innovation/creativity through producing /constructing
creative works/new artefacts, effective solutions to real-life problems or new processes.

3. Teaching and Learning Activities (TLAs)

(TLAs designed to facilitate students’ achievement of the CILOs.)

TLA Brief Description CILO No. Hours/week

1 2 3 4 5 6 (if applicable)
1-4 Lectures: the instructor will √ √ √ √
present concepts, theories and
case studies on China’s relations
with the developing world
1-3, 5-6 Group essay: Students will use √ √ √ √
the theories and perspectives
learnt to discuss a current issue
of China’s international
engagement
4-6 Class discussions: students will √ √ √
engage in explorations of
essential texts
1-6 Debates: Students will work in √ √ √ √ √ √
groups to lead class discussions
and structured question and
answer sessions on relevant
topics

4. Assessment Tasks/Activities (ATs)

(ATs are designed to assess how well the students achieve the CILOs.)

Assessment Tasks/Activities CILO No. Weighting* Remarks

1 2 3 4 5 6
Continuous Assessment: ____%
Attendance and participation √ √ √ √ 20%
Debate √ √ √ √ √ 25%
Quiz √ √ √ √ 25%
Group Essay √ √ √ √ √ √ 30%
Examination: ____% (duration: , if applicable)
* The weightings should add up to 100%. 100%

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5. Assessment Rubrics
(Grading of student achievements is based on student performance in assessment tasks/activities with the following rubrics.)

Assessment Task Criterion Excellent Good Fair Marginal Failure

(A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F)
1. Attendance and Students are expected Excellent Good participation Adequate Limited participation Inadequate
participation. to attend all lectures participation in in lecture and participation in in lecture and tutorial participation in lecture
and tutorials. Failure to lecture and tutorial tutorial lecture and tutorial discussions. and tutorial
do so will deduct discussions. discussions. discussions. discussions.
marks. Participating in
class discussions with
quality interventions
will add marks.
2. Debate. Need to show capacity Excellent capacity Good capacity to Adequate capacity Limited capacity to Inadequate capacity to
to persuade, critical to persuade, persuade, critical to persuade, critical persuade, critical persuade, critical
thinking, and detailed critical thinking, thinking, and effort thinking, and effort thinking, and effort in thinking, and effort in
research of a topic. and effort in in researching a in researching a researching a topic. researching a topic.
researching a topic. topic. topic.
3. Quiz. Need to master the Excellent Good knowledge Adequate Limited knowledge of Inadequate knowledge
topics covered in class, knowledge of the of the topics knowledge of the the topics covered in of the topics covered in
and a capacity to topics covered in covered in class topics covered in class and capacity to class and capacity to
critically reflect on class and capacity and capacity to class and capacity to critically reflect on critically reflect on
them. to critically reflect critically reflect on critically reflect on them. them.
on them. them. them.
4. Group Essay Students are expected Excellent writing Good writing skills Adequate writing Limited writing skills Inadequate writing
to work in teams skills and capacity and capacity for skills and capacity and capacity for skills and capacity for
towards a common for critical critical thinking, for critical thinking, critical thinking, critical thinking,
argument that will be thinking, analysis analysis and analysis and analysis and research. analysis and research.
supported through and research. research. research.
individual case studies
written by each of the
group members. The
individual chapters
must show capacity for
critical thinking,
analysis, research, and
good writing skills.

Course Syllabus
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Part III Other Information (more details can be provided separately in the teaching plan)

1. Keyword Syllabus
(An indication of the key topics of the course.)
China, Africa, Latin America, Southeast Asia, five principles of peaceful co-existence, development,
foreign direct investment, international cooperation, international trade, security.

2. Reading List
2.1 Compulsory Readings
(Compulsory readings can include books, book chapters, or journal/magazine articles. There are also
collections of e-books, e-journals available from the CityU Library.)

1. Agnew, John (2010) ‘Emerging China and Critical Geopolitics: Between world politics and
Chinese particularity’, Eurasian Geography and Economics 51(5): 569-582.
2. Beeson, M., Soko, M. & Yong, W. (2011) ‘The new resource politics: can Australia and South
Africa accommodate China?’, International Affairs 87(6): 1365-1384.
3. Bolt, P.J. (2011) ‘Contemporary Sino-Southeast Asian relations’, China: An International
Journal, 9(2): 276-295.
4. Brautigam, D. (2009) ‘Rogue donor? Myths and realities’, in The Dragon’s Gift: The Real Story of
China in Africa, Oxford: Oxford University Press.
5. Das, D.K. (2006) ‘Crouching tiger, hidden dragon: how the two emerging economies interact with
each other’, in China and India: A Tale of Two Economies,London & New York: Routledge.
6. Gallagher, KP & Porzecanski, R. (2010) The Dragon in the Room: China and the Future of Latin
American Industrialization, Stanford: Stanford University press.
7. Gonzalez-Vicente, R. (2011) ‘The internationalization of the Chinese state’, Political
Geography 30(7): 402-411.
8. Kaplinsky, R. & Messner, D. (2008) 'Introduction: The impact of Asian Drivers on the Developing
World', World Development 36 (2): 197-209.
9. Mawdsley, E. (2008) ‘Fu Manchu versus Dr Livingstone in the Dark Continent? Representing
China, Africa and the West in British broadsheet newspapers’, Political Geography 27(5): 509-
529.
10 Mohan, G. & Power, M. (2009) ‘Africa, China and the ‘new’ economic geography of
development’, Singapore Journal of Tropical Geography 30(1): 24-28
11 Sautman, B. & Yan, H.R. (2006) ‘East mountain tiger, West mountain tiger: China, the West, and
“Colonialism” in Africa’, Maryland Series in Contemporary Asian Studies 3(186): 1-77.
12 Taylor, I. (2008) ‘Sino-African relations and the problem of human rights’, African
Affairs 107(426): 63–87.
13 Zhao, S. (2011) ‘The China model and the authoritarian state’, East Asia Forum 31 August,
available at http://www.eastasiaforum.org/2011/08/31/the-china-model-and-the-authoritarian-
state/

2.2 Additional Readings

(Additional references for students to learn to expand their knowledge about the subject.)

1.
2.
3.

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Online Resources:
In general this course will adopt text-based materials provided to the students via Blackboard. Online
resources will be used on a weekly basis to highlight events/issues that arise between lectures, thereby
providing a real-time element to the course to further stimulate students’ interest. As such, online media
will be generally used but also such Chinese government websites such as <www.fmprc.gov.cn/>.
Online databases will also be used in the development and management of students’ research and
learning strategies. Online videos will be used to provide a more graphic illustration of some of the
dynamics studied.

Course Syllabus
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